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Hilltop Road Public School Annual Report 3997 2015
Hilltop Road Public School Annual Report
3997
2015
Introduction
The Annual Report for 2015 is provided to the community of Hilltop Road Public School as an account of the school’s operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.
Natalie See Principal
School contact details:
Hilltop Road Public School
81 Hilltop Road
Merrylands, 2160
www.hilltoprd-p.schools.nsw.edu.au
9635 7722
Message from the Principal Hilltop Road Public School is a fantastic school that continues to have a shared responsibility for learning; where students, teachers, parents and community members work together with the belief that learning is everybody’s responsibility. As a school we are always looking to the future to ensure we progress with current teaching practices and provide our children with the best education pathways possible. This year our school has implemented a wide variety of innovative programs and strategies to ensure our students engaged in authentic learning experiences and understood themselves as learners. During the year our school has implemented a number of new practices aimed at enhancing deeper learning and heightening student engagement. Engagement in school and learning has been recognised globally as one of the greatest challenges on the educational landscape. Throughout the year, all teachers have continued to refine and develop the implementation of Project based Learning, Self-Organised Learning Environments (SOLE) and Genius Hour. These highly engaging practices have resulted in rich learning experiences to increase our students’ opportunities to engage in authentic and connected learning. The introduction of Student Engaged Assessment through the use of learning intentions, success criteria, step it up walls, the digital portfolio seesaw, multiple drafts and critiquing have seen our students’ empowered to make
judgments about their learning, set directions and begin to articulate their learning and set personalised learning goals. Our teachers are dedicated, hardworking professionals who are committed to our school. They continually participate in high level professional learning opportunities to develop and improve their practice and skills. Our students are hardworking, engaged in the classroom, help others and make a difference with their PBL projects, whilst being active participants in all areas of the life of our school. It’s wonderful to know the students make a difference and continue to make our school shine. Our parents continue to foster our strong community partnerships. Our school continues to grow in strength because we are all working together with one common direction and goal; we all want what is best for our students. We appreciate the continued support from the parents as we work together to make a difference. Our school is making a difference to our students and we will continue to develop and refine these areas in 2016 and undertake new pathways to improve the learning opportunities for entire school community.
School background
School vision statement
Our community of learners must succeed in an education worth having.
School context Hilltop Road Public School enrolment 740 students, including 68% from a non-English speaking background, has a dynamic, dedicated staff and supportive community. Students, staff and the community work closely together to promote a positive and engaging learning environment. The school promotes community involvement in all aspects of school life and has been recognised for its authentic and strong community engagement. Hilltop Road Public School provides an outstanding education for students from Kindergarten to Year 6. Quality teaching, stimulating and challenging learning environments and opportunities for everyone are evident throughout the school. Our school provides an extensive and varied curriculum with a strong academic focus on developing students' skills in literacy and numeracy. Curriculum differentiation is enhanced through innovative practices and technology. .Extra curricula activities develop students’ social, cultural, emotional and physical wellbeing.
The highly professional, cohesive staff is committed to professional learning, collaborative team work and designing learning which inspires students to succeed in an inclusive environment. This nurtures individual differences, fosters high engagement and prepares students to be active members of society.
Self-assessment and school achievements
Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
This year, our school undertook self-assessment using the elements of the School Excellence Framework.
Learning
There is school-wide, collective responsibility for student learning and success, with high levels of student, staff and community engagement. School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students with disability and students for whom English is a second language). Curriculum provision is enhanced by learning alliances with other schools and organisations. Our school actively collects and uses information to support students’ successful transitions. There are systematic policies, programs and processes to identify and address student learning needs. Our school establishes active partnerships and works collaboratively to ensure continuity of learning for students.
Teaching
Staff regularly evaluate teaching and learning programs including the assessment of student outcomes. Teachers regularly review and revise teaching and learning programs. All classrooms are well managed, with well-planned teaching taking place, so that students can engage in learning productively, with minimal disruption. Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching practices. Teachers collaborate within and across stages and faculties to ensure consistency of curriculum delivery, including strategies for differentiation and consistency of teacher judgement. Our school has embedded and explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback to drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes. School-wide and/or inter-school relationships provide mentoring and coaching support to ensure the ongoing development of all staff.
Leading
The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence based practice. The school leadership team communicates clearly about school priorities and practices. Staff have purposeful leadership roles based on professional expertise. The school is recognised as excellent and responsive by its community as a result of its effective engagement with members of the local community such as parents, families, local media and business organisations.
Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.
Strategic Direction 1
gaged, responsible and successful learners Engaged, responsible and successful learners.
Purpose Inspire and create educational environments where critical skills are developed through innovative, dynamic teaching and learning practices.
Students develop a greater capacity for independent learning, self-regulation and critical thinking. They are able to articulate their learning, take risks, set learning goals and track their own progress to become successful learners.
Develop positive learning partnerships to enrich student experience and provide authentic and connected learning opportunities.
Overall summary of progress
Students • Developed their ability to articulate their goals and learning, before, during and after learning
experiences. • Engaged in authentic learning experiences where they know they are learning for a purpose
because they create ideas, products and services for others. • Engaged in their learning; know what learning looks like and can confidently talk about what
and how they are learning
Staff • Embedded a deep understanding of student engaged assessment. • Facilitated authentic and personalised learning opportunities for students.
Parents/Carers • Engaged in active partnerships to share student learning and success. • Participated and contributed to authentic learning experiences
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year <$>
Student learning is evident through digital portfolios and the articulation of their learning.
Action research conducted by executive members who interviewed their classes and collected data during the year to allow students the opportunity to articulate what they were learning at the end of each term
Students can confidently talk about their learning
Samples of work Uploaded to SeeSaw for families to view
$ 10 800
All learning programs embed student engaged assessment (SEA) and provide meaningful feedback.
Developed, distributed and presented SEA toolkit to all staff members
All staff embedded SEA strategies in writing lessons.
Staff meetings conducted to share and reflect on implementation of SEA across the grades
Parent workshop held on SEA during Education Week Open Day
$ 8 000
Next steps
• Frequent reflection of class data, continuum data, teacher programs and student portfolios will be used to inform and evaluate school directions.
• Student engaged assessment ensures learning intentions and success criteria provide descriptive, automatic feedback to promote success for all students.
• Action Research will promote ongoing reflection to drive future school directions
Strategic Direction 2
Strategic and personalised professional learning.nd personalised professional learning
Purpose Creation of processes and practices that support staff to be change agents in which they enhance a culture of innovation and future thinking for effective teaching and learning.
Enhance personalised professional learning opportunities for staff that reflect current learning pedagogy and utilise the NSW Professional Teaching Standards, aligned to school directions
Overall summary of progress
Students • Participated in learning experiences that enabled them to think deeply and critically, making
relevant connections between concepts.
Staff • Developed a deep understanding of the NSW Teaching Professional Standards through the
development of Professional Learning Plans and appropriate evidence.
Parents/Carers • Understood how important engagement is to student success. Parents supported the school
and participated in learning activities and reflection at various stages throughout the year.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year <$>
Staff will have developed a professional learning plan to show evidence of attainment of NSW Professional Teaching Standards
PL conducted on performance and development framework
All staff set goals and developed an individual PDP
Goal review meetings were conducted with supervisors
$8 600
School leaders guide a process of personalised professional learning, accreditation, goal setting and curriculum delivery
Data was collated on needs and staff professional learning implemented in -
• Project Based Learning Training
• TENS • new K-6 Science syllabus
Staff were surveyed and Mini Catch Up Courses (CUCs) were implemented based on personal identified needs
$ 33 620
Next steps
• Staff will use Professional Learning Plans to guide collegial discussions and future directions. • School leaders will provide feedback aligned to the Performance Development and School
Excellence Framework to determine future goals
blank
Strategic Direction 3
Authentic community learning and partnerships.
Purpose
Co-create learning partnerships to increase student and parent engagement in the learning process.
Enhance partnerships through innovative parent and community learning
Overall summary of progress
Students • Opportunities were provided to engage with the community in authentic learning
experiences through Project Based Learning PBL • Students lead conferences and shared digital portfolios, communicating individualised progress
to their families. • Co-created and supported learning opportunities for the community.
Staff • Interacted with community partners to enhance student learning opportunities which were
authentic and relevant to real world contexts • Facilitated and designed workshops to engage the community.
Parents/Carers • Engaged in active partnerships to share student learning and success • Participated in a range of adult learning programs and experiences to enhance their
understanding of school. • Engaged in a range of adult learning programs and experiences to further develop their
knowledge and skills
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year <$>
Increase partnerships with community organisations and businesses
Employment of a Community Liasion Officer Foster and develop partnerships through PBL
Resource tracking kit developed for community involvement (ie. Document experts who work with the school as a point of contact for future grades)
Liase with P and C about Carnivale and community events/involvement
Liase with high school teachers in planning transition workshop for parents/caregivers
$ 16 000
An increased number of parents will participate in opportunities provided
Survey parents at Best Start interviews for Ready Set Go and school plan.
$ 19 000
by the school for meaningful parent and community learning.
Survey parents at Mother’s day breakfast for School plan
Data collated to inform future plans
community workshop protocols and procedures kit created
Social media workshops conducted (See-saw, twitter, app, FB)
staff and guest presenters used Swivel when hosting or participating in workshops
Transition to high school workshop for parents/caregivers conducted
The use of Seesaw and social media encouraged
Next steps
• Feedback and evaluations from students, staff, parents and community partners will determine future directions
• Evaluate the type and number of meaningful and sustained partnerships formed. • Continue to utilise digital platforms to engage and inform the community. • Provide embedded practices for parents to be engaged and understand the learning progress of
their children and how to effectively support them to learn. • Initiate, investigate, enable and provide ongoing opportunities for meaningful parent and
community learning.
Next Steps
Next Steps
Key initiatives and other school focus areas
Key initiatives (annual) Impact achieved this year Resources (annual)
Aboriginal background funding
Funding was used to develop and deliver professional learning for all staff.
Culture and homework club was maintained and ongoing for aboriginal students every week.
$ 11 272
English language proficiency funding
Funding was used to employ 3.6 teachers and develop and deliver professional learning opportunities for all staff to enhance understanding of EAL/D learning and the ESL scales.
Whole school audit was conducted of EAL/D data.
$ 378 494
Targeted students support for refugees and new arrivals
Refugee and newly arrived students are identified and assessed for immediate support to ease their transition to school and students participate in the new arrivals program.
Specialist teachers focus on English language and social skills for all students. They also provide in class and mentor support for teachers.
$ 10 209
Socio-economic funding
Additional classroom teachers are employed to support classroom programs eg Speech Therapist employed one day a week.
Mentoring is provided for teachers to support with the school strategic directions
$ 120 601
Low level adjustment for disability funding
All children requiring adjustments and accommodations are catered for within the school.
Students are referred to the learning Support Team who meet weekly to discuss and determine future action.
$ 0
Support for beginning teachers
All beginning teachers receive additional support in the first three years of their career. Beginning teachers are provided with access to additional support, professional development and mentoring time with their supervisor and grade team.
$ 12 957
Year 2010 2011 2012 2013 2014 2015K 91.4 92.3 92.9 95.5 94.4 93.41 91.4 92.3 91.1 94.5 94.4 91.72 93.7 93.7 93.3 92.3 93.6 93.33 93.4 92.8 91.8 94.3 93.6 92.64 93.5 93.8 94.1 94.1 94.1 94.25 93.0 93.9 93.7 93.6 94.0 94.36 92.6 91.2 94.8 95.3 93.4 91.2
Total 92.6 92.9 93.0 94.3 94.0 92.9K 94.7 94.7 94.3 95.0 95.2 94.41 94.2 94.2 93.9 94.5 94.7 93.82 94.4 94.2 94.2 94.7 94.9 94.03 94.5 94.4 94.4 94.8 95.0 94.14 94.5 94.3 94.3 94.7 94.9 94.05 94.4 94.2 94.2 94.5 94.8 94.06 94 93.8 93.8 94.1 94.2 93.5
Total 94.4 94.3 94.2 94.7 94.8 94.0
Stat
e Do
ESc
hool
Student information Student enrolment profile
Student attendance profile (mandatory)
Class sizes
Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition
Position Number Principal 1.0
Deputy Principal(s) 2.0 Assistant Principal(s) 4.0
General Assistant 1.0 Classroom Teacher(s) 23.0 Teacher of Reading Recovery 0.92
Learning and Support Teacher(s) 2.0 Teacher Librarian 1.2 Teacher of ESL 3.6
School Counsellor 1.0 School Administrative & Support Staff 3.472 Other positions 4.702
Total 47.894
The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Hilltop Road PS has two staff members who identify as being of Aboriginal descent.
Workforce retention In 2015, staff changes were the result of long service, leave without pay, maternity leave, retirement and an increase in enrolment numbers.
Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Undergraduate degree or diploma 100
Postgraduate degree 5
Professional learning and teacher accreditation
There were 3 teachers who successfully completed and submitted the necessary evidence for accreditation in 2015.
Roll class Year
1 YEAR KA K
2 YEAR KG K3 YEAR KHW K4 YEAR KP K
5 YEAR KR K6 YEAR KT K7 YEAR 1H 18 YEAR 1M 19 YEAR 1R 1
10 YEAR 1S 111 YEAR 2AC 212 YEAR 2H 2
13 YEAR 2NM 214 YEAR 2R 215 YEAR 2S 216 YEAR 3B 3
17 YEAR 3GS 3
18 YEAR 3R 319 YEAR 4B 420 YEAR 4D 421 YEAR 4E 4
22 YEAR 5L 5
23 YEAR 5R 5
24 YEAR 5T 525 YEAR 5W 526 YEAR 6C 627 YEAR 6I 628 YEAR 6K 629 YEAR 6Y 6
262524
2425
2927
303030
25
26
Total per year
21
222120
21
2431
31
32
2431
31
2528
32
2626
26
2626
Hilltop Road Public School
2524
2425
Total in class
21
222120
2121
Class Sizes
262126
303030
25
26
25262927
2526
2528
Student Enrolment
Gender 2009 2010 2011 2012 2013 2014 2015
Male 308 310 331 328 356 375 381 Female 277 294 287 291 309 346 367
Financial information
Funds received through the Resource Allocation Model (Hilltop Road Public School)
Component RAM
Base 4,433,313 4,749,542 0.83782 Education (83.8%)
Location -
Other Base 4,433,313
Equity 919,356
Aboriginal 11,272 11,272 0.00199 Aboriginal (0.2%)
Socio-Economic 230,517 230,517 0.04066 Socio-Economic (4.1%)
Language 378,494 378,494 0.06677 Language (6.7%)
Disability 299,073 299,073 0.05276 Disability (5.3%)
Equity Transition - - 0 Equity Transition (0%) Targeted Total 120,249 0 Targeted Total (0%) Other Total 195,980 0 Other Total (0%) Total 5,668,898
Financial Summary for the Year Ended 31 December 2015 (Hilltop Road Public School)*
2015 Actual
($)
2015
Actual ($) Opening Balance 526,571 Revenue 6,131,308 Appropriation
5,862,189
Sale of Goods and Services
92,700
Grants and Contributions
165,545
Investment Income
10,873 Gain and loss
-
Other Revenue
- Expenses (5,835,838) Recurrent Expenses
Employee Related
(5,246,606) Operating
Expenses
(589,232)
Capital Expenses
Employee Related
-
Operating Expenses
-
Surplus/Deficit for the Year 295,470 Balance Carried Forward 822,041
School performance
NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
Percentage of Year 3 students achieving at or above minimum standard (exempt students
included)
Reading 87.8 Writing 93.4 Spelling 92.3 Grammar & Punctuation 89.0 Numeracy 90.0
Percentage of Year 5 students achieving at or above minimum standard (exempt students
included)
Reading 94.1 Writing 95.1 Spelling 95.1 Grammar & Punctuation 90.2 Numeracy 94.1
RAM Funds
Education (83.8%) Aboriginal (0.2%)
Socio-Economic (4.1%) Language (6.7%)
Disability (5.3%) Equity Transition (0%)
Average progress in Writing between Year 3 and 5*
2011-2013
2012-2014
2013-2015
School 40.6 46.6 54.7 SSG 56.8 48.8 60.7 State DoE 55.2 49.3 61.3
NAPLAN - Numeracy
Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.
In 2015, the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Parents were continually surveyed throughout the year and data was collected, both formally and informally. As a result of feedback from parents and their identified needs, parent workshops were developed and implemented.
Constant communication with parents occurred through the introduction of the SeeSaw app, which allowed the community to have real time access to what was happening in their child’s classroom as work was posted and notifications were sent to parents phones for them to view throughout the day, while their child was at school.
Teachers were surveyed regarding the Peer Support Program and its implementation at Hilltop Road PS. Hilltop Road is a Kids Matter school and our focus is on the emotional well-being and mental health of our student and this is supported through Peer Support lessons.
80 % of staff rate the program as very valuable and 20 % of staff rate it as valuable for the students in their class.
90 % of staff found the program very relevant and 10 % of staff rate it as mostly relevant to the needs of students in their class.
100 % of teachers surveyed indicated that they would like to continue to implement the Peer Support program in 2016.
Students were surveyed through the online Tell Them from Me survey regarding social and emotional well-being at school and the findings are below.
• 97% of students surveyed valued school outcomes
• 93% of students surveyed tried hard to succeed at school
• 85% of students surveyed felt they had positive relationships with peers and teachers
0
10
20
30
40
1 2 3 4 5 6
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 3 Numeracy
Percentage in BandsSchool Average 2011-2015SSG % in Bands 2015State DoE % in Bands 2015
0
10
20
30
40
50
3 4 5 6 7 8
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 5 Numeracy
Percentage in BandsSchool Average 2011-2015SSG % in Bands 2015State DoE % in Bands 2015
Policy requirements
Aboriginal education
Our school celebrated Reconciliation Week by participating in whole school activities and designing posters to be displayed around the school. As part of NAIDOC week and also in line with Reconciliation week, Hilltop Road students created our own 'sea of hands' in the front garden at school. "Planting a sea of hands is an act of recognition – of identities, cultures and history."
The Year 5 students studied Aboriginal history as part of their project based learning unit. The students used art to represent their understanding of the struggle and hardship faced by those of the stolen generation. An art exhibition was held and community members and local elders attended.
Multicultural Education and Anti-racism
Harmony Day The continuing message of Harmony Day is that everyone belongs. It’s about community participation, inclusiveness, respect and a sense of belonging for everyone. Harmony Day is a day of cultural respect for everyone who calls Australia home. Hilltop Road Public School celebrated Harmony Day in a number of ways that included: whole school Zumba at morning assembly, yoga for parents, a short film festival at assembly and a shared community lunch, with over 100 people in attendance.
English Language Proficiency
English Conversation Café
Kim Whale, the school chaplain, continued her initiative of the English conversation café in 2015.
Parents from backgrounds other than English attended an informal weekly get together every Monday afternoon at 2pm, in the community resource centre. The parents practiced their English conversation and language skills while meeting new people and having a cup of tea.
This ongoing initiative was well attended and supported by our community and will continue each year.
A speech therapist continues to be employed one day a week at Hilltop Road to work with the preschool children attending our Ready Set Go program and the Kindergarten children.
The new arrival and refugee children are supported through specialist teachers and programs implemented at Hilltop Road PS.
Other school programs
Kinder Welcome Afternoon Tea
On Thursday 19th February Hilltop Road held the annual welcome afternoon tea for new Kinder families. It was pleasing to see so many new families attend and get to know one another. Our Year 6 families donated the cakes, drinks and afternoon tea. A big thank you to Catherine Gregory, who coordinated the event and made sure it was such a success. We welcome all the new Kinder families to the Hilltop Road PS community and look forward to sharing many more milestones with them.
Induction Assembly On Thursday 5th March Hilltop Road held the semester one induction assembly for class captains, sport house captains and the Year 6 school leaders. It was wonderful to see so many parents attend the assembly to support their children. Mr Tony Issa, Member for Granville, also attended the assembly and presented our school with a $25, 000 cheque. A big thank you to Mr Issar for his continued support of our school
Swimming program
One hundred students in Year 3-6 completed an intensive swimming program with the Royal Life Saving Society at the Aquatic Safety Training Facility, Seven Hills. The students attended from Monday 3rd March – Friday 13th March. They were able to develop water confidence and were provided with the basic skills in water safety and survival. This initiative was financially supported by The Royal Life Saving Society Australia. Each student also received a certificate and a $30 voucher that can be used for further lessons.
Grip Leadership
On Wednesday 4th March our year 6 leaders attended the Grip Leadership conference at Homebush, with Mrs Stanic and Mrs Hanna. The GRIP Student Leadership Conference is unique in that it concentrates specifically on training student leaders for their role as school leaders. The style, topics and content of the conference focused on
what the students can do right now. The goal of the conference was for student leaders to leave the conference with a clear vision, a solid understanding and lots of ideas to implement during their time as a leader.
ANZAC Dawn Service at Merrylands RSL
On Saturday, 25th April, 2015, Merrylands RSL held their Dawn Service, commencing at 5.00am, to commemorate 100 years of ANZAC.
Hilltop Road Public School has a strong tradition of attending the Dawn Service and for the last 10 years, we have proudly marched behind the school flag. This year, Merrylands RSL invited Hilltop Road to speak at the service about the meaning and importance of the 100 year celebrations.
Over 100 teachers, students and family members attended the service and represented our school and the 100 years of ANZAC.
Hilltop Road PS organised a specially designed 100 year ANZAC centenary commemorative t-shirt that was worn by staff and students at the Dawn Service. Merrylands RSL Project
On Tuesday, 17th March, three veterans from Merrylands RSL visited our school to work with our Year 6 students, as they continued to catalogue the RSL memorabilia. Syd, Stan and Charlie shared stories about their service within the army. It was wonderful to see our students engaged in deep conversations, sharing stories and learning from Syd, Stan and Charlie This authentic learning project with Merrylands RSL Sub-Branch was a valuable learning experience.
XO KidsMeet
On Wednesday 3rd June, Hilltop Road PS held the first KidsMeet in our Tech Hub, with children from six surrounding primary schools. Approx. 40 children attended and took part in networking, collaborating and sharing ideas with one another to improve their technical skills. The students defined the role of an XO mechanic, completed basic coding, set up a google account and learnt how to swap from one network to another. The day was organised by Mrs Turrini and was a great success. All of the schools involved expressed an interest in continuing the KidsMeet and making them a regular event.
Refugee Week
On Tuesday, 9th June, 18 selected year 6 students and approx. 20 teachers and community members attended Auburn Centre for Community, as part of Refugee Week Events. The centre was open in the morning for students to visit and from 1-3pm for teachers and parents to visit. Our school took part in a professional development tour of a Refugee Camp. The tour aimed to help everyone understand what life in a refugee camp is like and the impact it has on the lives of the families who live there.
Seesaw App
Hilltop Road Public School started utilising the Seesaw App. Seesaw empowers students to independently create and organise their work in a digital journal, develop their academic voice and collaborate with classmates. Seesaw facilitates parent communication with real-time notifications, giving parents a glimpse of their child’s day and an opportunity to support learning at home. Parents received a QR code that is unique to their child and this enabled parents to see their child’s work, as soon as it is uploaded by the teacher. ALL classes utilised the seesaw app and parents have reported that they find the notifications very valuable as they are able to have meaningful conversations with their child about what they are doing at school. Year Six- Is the Law Fair ? PBL project Yr 6 showcased their work around their Project Based Learning (PBL) Is the law fair? This unit was co-created with students from Mylor Public School in Adelaide. In teams, students investigated laws which they were passionate about and created products and presentations exploring if this law is fair. Thank you to the Mayor, Greg Cummings, who attended the PBL showcase.
Dan Haesler Workshop Hilltop Road Public School was fortunate to have an international keynote speaker, educator, writer and consultant at our school. Over 60 parents and community members attended a parent workshop held in the Tech Hub on Tuesday, 28th July. Dan worked with parents highlighting the relationships between student engagement, wellbeing, a growth or fixed mindset and achievement. Kindergarten Emergency Vehicle Showcase
Kindergarten presented a showcase of emergency vehicles they designed and constructed throughout Term 2 as part of their Project Based Learning.
Local heroes, including Paramedics, SES volunteers and the Fire Rescue Services were invited and the classrooms were transformed into a gallery of the students’ projects. Students enjoyed sharing their creations and presenting their understanding of how transport is used to meet a need in the community.
Visit to the Federal Member for Parramatta
On the 4th August, four students from 6C visited our Federal Member, Ms Julie Owens, to discuss their Project Based Learning (PBL) topic about Is the law fair? Our four students Ariona Haxhijaj, Arunita Seth, Eli Dean and Rakaya Ghamrawi had a passionate conversation about how Australia can become a happier, healthier and safer country. Ms Owens presented our students concerns in the Federal Parliament.
Year Three Anti Bullying Campaign
Our Year Three students campaigned and sold badges they created through their PBL project. During term two, students devised a campaign to respond to their driving question: As citizens of Hilltop Road Public School, how can we support others to interact positively and Say NO to Bullying? Year Three worked in three mini project groups to design and produce the badges, develop anti-bullying posters to be used during the Bounce Back program and devise vests to be utilized in the Positive Playground Pals Program. NSW Club Grants On Thursday, 13th August, Catherine Gregory, Lianne Andrews and the principal, Natalie See, attended a Club Grants NSW presentation at Club Merrylands. Hilltop Road was given a grant of $9000 to continue to fund our Ready Set Go for Kindy program. This funding has been provided for over 10 years and Club Merrylands has ensured the success of this positive start for our Kindergarten students and families. Book Week Parade
On Wednesday, 26th August we held our annual Book Week parade. The parade was a wonderful success with students and teachers enjoying the spirit of dressing up and celebrating the joy of
reading. Book Week is a valuable week which is run by the Children’s Book Council of Australia and aims to promote the importance and enjoyment of reading among young Australians. Congratulations to the students who received book prizes and thank you to our families for preparing costumes. Operation Art Each year our school enters art works into Operation Art. Operation Art is an initiative of The Children's Hospital at Westmead in association with the NSW Department of Education and Communities. Each year 50 works are selected to become part of the permanent art collection at The Children's Hospital at Westmead. These selected works will also be exhibited at the Art Gallery of NSW later in 2015 and tour regional art galleries across NSW in 2016. This year several of our students were selected from many artists across NSW, for their art work to be shown at the Armory Gallery, Sydney Olympic Park from 5 September – 25 October 2015. Congratulations to the following students : Simay Kamas 5T Emily Hoesterei 5R Adem Karabulut 6C
Systems Leadership Grant
Recently, our school received a Systems Leadership grant. This grant for $40,000 will facilitate high level professional learning across a number of schools including: Auburn West Public School, Ambarvale high School, Camdenville Public School, Campbelltown Performing High School and Turramurra North Public School.
Hilltop Road Public School is looking forward to collaborating with these schools to enhance student engagement and learning outcomes through professional learning.
CSIRO Vegetable Education Program
All students K-6 participated in the CSIRO Vegetable Education Program. This program was a series of five lessons that aimed to increase the students’ awareness and knowledge of vegetables as well as
increase their acceptance, enjoyment and willingness to taste vegetables. The Vegetable Education Program was developed by the CSIRO Food and Nutrition Flagship in collaboration with CSIRO Education. The content of the lessons linked closely with science and PDHPE syllabus outcomes. Students had a great time discussing and tasting different vegetables and using their senses to identify taste solutions, vegetables and herbs. The program proved to be a great success with teachers commenting that students were engaged, curious and really loved experimenting with the vegetables. The 2015 Merrylands/Parramatta Zone Athletics Championships In 2015 Merrylands/Parramatta Zone Athletics Championships Field / Track Events took place and Hilltop Road had a number of representatives whon took part. Congratulations to the following students who achieved the following results: Latecia Lolohea: 1st Shot Put (Under 10s Girls) 1st Long Jump (Juniors) 3rd High Jump (Juniors) 1st 100m 1st 200 m and 3rd 800 m Natalie Pesa: 2nd Long Jump (Juniors) Mohamed Ghaddar: 1st High Jump (11 yr old ) 2nd Long Jump (11 yr old 2nd Shot Put (11 yr old boys) 1st 100m (11 yr old boys) 1st 200 m and 1st 800 m Hung Tran: 2nd 200 m (12/13 yr boys) Ryan Malvacino: 1st 100 m (12/13 year old boys) and 3rd 200 m (12/13 boys) Spelling Bee On the 11th and 12th August the Stage 2 and 3 Spelling Bee was held. Many students participated in the event and demonstrated great determination when attempting to spell some very tricky words. Congratulations to all students that participated as it took a lot of courage to stand on stage and spell words aloud in front of their peers.
Regional Spelling Bee On Wednesday, 9th September, four students participated in the regional spelling bee and did an outstanding job representing Hilltop Road Public School. Many students from lots of different schools within our region participated in the event. Congratulations to our stage 2 competition representatives, Kadircan Yilmaz (4D) and Isabelle Phillips (3R) and our stage 3 competition representatives, Arunita Seth (6C) and Sayel Elwan (6C) for a job well done. A very big thank you to Miss Shabaz for all her hard work and organisation, ensuring our students were able to take part in this new initiative.
Year Five Unwritten Art Exhibition
Congratulations to our Year 5 students and teachers who did an outstanding job with their PBL Art Exhibition. The artwork showcased their understanding of the issues facing Indigenous communities past and present. The catalogue created captured the deep understanding of Indigenous history and the opinions and interpretations of Year 5 students at our school. Our invited guests and parents were impressed with the high standard and deep knowledge our students possess. Social Ventures Australia – Bright Spot Schools Connection Star Hub On Thursday, 8th October, we welcomed Ms Suzanne Cridge to our school. Ms Cridge is a member of the valuable Social Ventures Australia (SVA) organisation and leads the SVA Bright Spots Schools Connection Star Hubs. Ms Cridge was greeted by our Prefects and had the
opportunity to hear about the Unwritten Art Showcase by a small group of Year 5 students. Ms Cridge was impressed with the
artworks produced and the deep level of understanding about Indigenous history. Our executive team with Miss Catherine and Mrs Panaretto lead a discussion about our school, sharing our strong community partnerships and exploration of future focused pedagogies. Our schools involvement in the SVA Bright Spots Schools Connection Star Hubs is a wonderful opportunity for our school community.
How will Star Hubs develop?
The Bright Spots Schools Connection Star hubs are designed to create exchange of practice and learning for educators skilled in schools. The priorities are:
• Empowerment of education practitioners to learn from each other in order to act to address real issues with proven practical ideas
• Support for the implantation of evidence based practices to improve student learning
• Redirection of existing professional learning investment resources to improve impact
Enhanced impact of professional learning through practitioner led opportunities based on the individual needs of participating schools
State Representatives
Congratulations to Mohamad Ghaddar in 6I and Latecia Lolohea in 5R, who both represented our region in the NSW PSSA Athletics State Carnival on Wednesday, 14th and Thursday, 15th October.
Mohamad competed in the 100 metres, 200 metres and the long jump, against his 11 year old peers. He has also been named Regional Athletics Age Champion.
Mohamad finalised 8th in the 100m finals and 4th in the 200m finals.
Latecia competed in the 200 metres against her 10 year old peers. She finished 23rd overall in the whole state of NSW and broke her personal best record time.
ELEVATE
Hilltop Road Public School has been selected to participate in the Australian Independent School NSW (AIS NSW) initiative ELEVATE.
The ELEVATE program comes at a time when there is considerable interest, both nationally and internationally in reshaping schooling to optimise the strengths of ALL learners. The program will support educators to collaboratively design and
implement powerful practices to lift learning outcomes for high potential leaners. ELEVATE has been initiated by AIS NSW and amplified by strategic partnerships with the UK-based Innovation Unit, and the Australian Institute for teaching and School Leadership (AISTL).
Kids Matter
On Tuesday, 20th October Miss Rowley, Mrs Turrini, Mrs Gregory, Mrs Andrews and Ms See went to the Mecure Hotel in Parramatta. Hilltop Road PS was one of 5 schools in attendance and we were very privileged to receive a Kids Matter Recognition Award, for our wonderful work and support of Kids Matter, wellbeing and mental health. Congratulations to the Kids Matter Team mentioned above, as your continued hard work has allowed Hilltop Road PS to be amongst the first schools in NSW to receive this prestigious award. Junior Big Day In
On Tuesday, 27th October Hilltop Road PS hosted the first Junior Big Day In for primary aged students and it was a huge success. The students in years 4-6 completed a variety of activities focused on Science, Technology, Engineering and Mathematics (STEM). Our students had the opportunity to interact with Australia’s technology leaders and gain valuable knowledge and advice from keynote speakers and industry exhibitors. They explored careers in technology and were highly engaged in the many hands on activities the day had to offer. Racing the Formula 1 cars was an amazing experience and certainly one the students will always remember.
Parents attended the exhibitor session in the hall to hear more about the importance of STEM.
Two staff members, Mrs Sleiman and Mr Kent, were involved in coordinating the event and participating in the day, by running workshops for our students.
A very big thank you to all of the partners involved in the day: UTS – University of Technology Sydney, Our Lady Of Lourdes,Earlwood, Makerspace, Code Camp, Westpac, DC Scratch, DC Ozbots, Bebras Australia, NCSS, F1 in Schools, Minecraft, Robocup, Adobe and Microsoft. Your valuable contribution to the day made it so engaging for our students Carnivale On Friday 6th November, Hilltop Road Public School held our Carnivale and what a great night it was ! We were extremely lucky with the weather and the rain held off, allowing everyone to enjoy the fantastic atmosphere. It was great to see so many children and families enjoying the rides, buying show bags, having their hair sprayed and buying lots of glow items and yummy food. A special thank you to the teachers who were brave enough to volunteer for the water bucket challenge, as it was one of our most popular events of the night. A big thank you to the P&C who worked to ensure the night was a great success. Special thanks to the Outback Steakhouse at Wentworthville for their continued support and sponsorship of our school
Immersion Day On Monday 23rd and Tuesday 24th November, our Year 5 and 6 students participated in an Immersion Day with Auburn West Public School. Our students had the opportunity to network and meet other students, build new friendships and engage in a range of experiences including STEM and S.O.L.E. Our students enjoyed the day and meeting children from another school. The STEM activities were a highlight and allowed our students to collaborate and problem solve. Thank you to Mrs Lavery for coordinating the day.
Remembrance Day On Wednesday, 11th November Hilltop Road Public School was proud to host the Remembrance Day ceremony for the Merrylands RSL- Sub-Branch, at Merrylands Memorial Park. The ceremony was held to honour our service members and to remember the sacrifices they have made of duty, honour and country. There were invited guests, Julia Finn, MP Member for Granville, the President of Merrylands RSL Sub-Branch and members of the Merrylands RSL Sub-Branch and Club Limited, the Mayor of Holroyd, the NSW Police, Fire and Rescue and Holroyd SES,
representatives from ten of our local public schools and the community of Merrylands all in attendance. Our Year 5 students did an outstanding job hosting the ceremony and a big thank you to Miss Rowley who organised the service at Merrylands as well as the service held here at school.
Our K-6 students took part in a Remembrance Day service at 2.00pm, held at school and it was wonderful to see so many children bringing floral tributes and being respectful on this meaningful occasion. Coo-ee March On Monday 9th November, our school lined Centenary Road to welcome the Coo-ee Marchers to Merrylands. This was a wonderful experience for our students as they waved their Australian flags to show their support and respect, for these amazing Australians. The marchers stopped and spoke to our students, high fiving and thanking them for their support. The group leader commented “This has been the biggest and best reception we have had from a school for the entire 600km.” The Coo-ee Marchers had been walking for 600km
when they reached Merrylands. This event was part of the 2015 Anzac centenary commemorations. It commemorates the original recruitment march that was held 100 years ago, which had been planned and executed as a means to increasing recruits to fight for King and Country in the Great War, following the devastating casualties of the Gallipoli Campaign.
EOS Carl Jarvis Visit On Friday 6th November, the staff at Hilltop Road were fortunate enough to work with Carl Jarvis throughout the day. Carl Jarvis is an international speaker and educator and the executive head teacher at Hartsholme Academy in the UK . While he was at Hilltop Road he took the staff through an engaging session on feedback and critiquing. We look forward to continuing this partnership with him in 2016. I On The Future3.5 On Saturday 7th November, several staff members attended the I On the Future Conference at Turramurra North Public School. It was led by Carl Jarvis and Alan November. The conference looked at who owns the learning and the key note speakers and workshops focused on student centred learning practices. It was a thought provoking day that allowed for reflection and discussion, about how these ideas can be implemented into our classrooms.
